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—OF— 


TOPICS 


— IN   THE- 


HISTORY  OF  EDUCATION. 


DANIEL   PUTNAM, 

PROFESSOR  OF  THEORY  AND  ART  OP  TEACHING  IN  MICHIGAN  STATE 
NORMAL  SCHOOL, 

YPSILANTI,  MICHIGAN. 


THE   YPSILANTtAN  JOB   PRINTING   HOUSE. 


PREFATORY   NOTE. 


These  notes  and  outlines  are  not  published,  but  merely  printed  for  use 
in  the  classes  studying  the  History  of  Education  in  the  Michigan  State 
Normal  School.  It  has  been  found  that  such  outlines  save  much  "note- 
taking,"  and  much  time  otherwise  occupied  in  giving  references  and  sug- 
gestions. The  references  are  confined,  except  in  a  very  few  cases,  to  works 
accessible  to  students  in  the  library  of  the  school.  Occasionally  additional 
references  are  given  upon  special  topics  as  they  may  be  found  of  advan- 
tage. 

Michigan  State  Normal  School.    EDUCATION 
September  i,  1892. 


INTRODUCTORY. 


i. 

The  history  of  education,  in  the  most  comprehensive  sense,  is  the  his- 
tory of  civilization  itself.  It  is  a  brief  record  of  human  progress  and  of 
the  means  and  methods  by  which  that  progress  has  been  made. 

Every  form  of  civilization  has  had  its  own  peculiar  education  adapted 
to  the  necessities  and  demands  of  the  domestic,  social,  civil,  and  religious 
institutions  which  that  civilization  created  and  in  which  it  embodied  itsdf. 
The  civilization  produced  the  education  ;  the  education  conserved  and 
perpetuated  the  civilization.  They  grew  up  together  ;  the  one  rested  upon 
and,  at  the  same  time,  supported  the  other. 

Oriental  civilization  produced  an  education  Oriental  both  as  to  the 
matter  of  instruction  and  also  as  to  systems  of  organization  and  methods 
of  teaching.  Greek  civilization  gave  birth  to  Grecian  education,  and 
Roman  civilization  created  Roman  education. 

One  of  the  most  important  practical  lessons  taught  by  educational 
history,  and  indeed  by  all  history,  is  that  the  education  of  a  country,  both 
in  substance  and  form,  in  matter  and  spirit,  in  systems  of  organization  and 
methods  of  instruction,  must  be  in  harmony  with  its  peculiar  civilization, 
and  with  the  fundamental  principles  upon  which  its  institutions  are  found- 
ed. Otherwise  the  condition  of  affairs  is  like  that  of  a  house  divided 
against  itself.  Confusion,  disaster,  ruin  are  inevitable  at  no  distant  time. 

The  demand  for  such  harmony  becomes  more  imperative  when  the 
operations  of  the  educational  forces  are  directed  and  supervised  by  the 
civil  authorities.  Then  movements  must  be  in  the  same  direction  and  at 
the  same  rate  of  speed.  Modern  civil  and  political  institutions  and  medi- 
eval education  can  not  travel  peaceably  along  the  same  road  at  the  same 
time.  They  look  and  move  in  opposite  directions,  and  each  claims  ex- 
clusive right  of  way.  Despotic  civil  government  and  democratic  educa- 
tion can  not  exist  side  by  side.  The  conflict  between  them  is  irrepressible. 
Free  air  and  free  thought  and  free  speech  in  the  school  room  create  an 
imperative  demand  for  free  air,  free  thought,  and  free  speech  in  the  legis- 
lative hall  and  in  the  council  chamber.  Centralization  in  civil  administra- 


THE   HISTORY   OF   EDUCATION. 

tion  requires  and  justifies  centralization  in  the  organization  and  manage- 
ment of  school  systems  ;  large  local  freedom  in  the  one  carries  with  it  the 
necessity  for  a  large  measure  of  local  freedom  in  the  other. 

These  are  some  of  the  lessons  which  the  history  of  education  will 
teach,  and  which  the  student  should  carry  with  him  into  the  school  room 
and  into  the  administration  of  educational  affairs. 

II. 

With  the  usual  limitations  the  history  of  education  must  still  cover 
several  wide  and  tolerably  distinct  provinces.  The  boundary  lines  between 
these  can  not,  in  some  cases,  be  well  marked  or  clearly  defined.  Never- 
theless it  will  help  to  the  formation  of  a  conception  of  the  greatness  of  the 
subject  and  will  facilitate  study  to  indicate,  in  a  general  way,  some  of 
these  separate  fields. 

1.  The  history  may  treat  of  the  general  condition  in  respect  to  educa- 
tion of  any  people,  or  of  different  peoples,  at  some  particular  epoch,  or 
during  successive  ages,  seeking  to  answer  questions  like  these  :    Was  edu- 
cation provided  for  the  people  as  a  whole,  or  only  for  a  favored  few  ? 
What  were  the  subjects  of  study  and  instruction  ?     To  what  extent  was  in- 
struction carried  ?    What,  in  general,  were  the  agencies  and  methods  em- 
ployed ?    What  were  the  results  of  the  education  upon  the  character  and 
condition  of  the  people  ?    What  influence  did  the  education  have  upon  the 
prosperity  or  the  decline  of  the  nation  ? 

2.  Systems  of  education  may  be  made  the  subjects  of  investigation. 
That  is,  the  inquiries  may  be,  What  arrangements  were  made  for  the  es- 
tablishment, and  support,  and  control  of  schools  and  other  means  of  edu- 
cation ?     Was  education  under  the  control  of  the  state,  or  of  the  church,  or 
of  voluntary  associations,  or  of  the  family,  or  of  individuals  ?     Was  there 
a  connected  series  of  schools  from  the  lowest  to  the  highest,  or  was  each 
institution  of  learning  an  independent  and  isolated  organism  ?     Were  per- 
manent funds  provided  for  the  support  of  schools,  or  were  they  supported 
by  local  taxation,  or  by  voluntary  contributions  of  benevolent  individuals, 
or  by  tuition  fees  of  students  ? 

3.  Educational  theories  may  be  studied.     The  extent  and  limits  of 
this  historical  field  are  not  well  defined  ;   but  investigation  will  concern 
itself  with  these  and  related  inquiries  :     What  were  the  purposes  or  ends 
sought  by  the  education  ?     Was  the  individual  educated  for  his  own  sake, 
or  for  the  sake  of  the  community  or  the  state  ?     Were  studies  pursued  for 
their  effect  in  developing  and  disciplining  the  mind,  or  on  account  of  their 
practical  utility  ?     What  was  the  ideal  of  an  educated  man  in  Athens,  in 
Sparta,  among  the  Romans  ?     What  was  the  aim  of  the  humanists,  of  the 
realists,  of  the  naturalists  ?     What  influence  has  any  particular  type  of  ed- 
ucation had  upon  human  character  and  conduct  ?     Do  the  lessons  taught 
by  history  lead  to  the  conclusion  that  education  should  be  controlled  by 


THE    HISTORY    OF    KDUCATION.  5 

the  state,  or  by  the  church,  or  by  the  family  ?  In  the  light  of  historical 
teaching  what  is  practical  education  ?  The  investigation  of  educational 
theories  leads  inevitably  into  the  study  of  the  philosophy  of  history,  not  oif 
educational  history  merely,  but  of  all  history.  It  searches  for  causes, 
traces  results,  and  from  these  formulates  principles  and  rules  for  human 
conduct.  In  the  words  of  Dr.  H.  Barnard,  "  The  national  education  is  at 
once  a  cause  and  an  effect  of  the  national  character  ;  and  accordingly,  the 
history  of  education  affords  the  only  ready  and  perfect  key  to  the  history 
of  the  human  race." 

4.  The  immediate  aim  may  be  to  study  the  origin,  the  gradual  devel- 
opment and  growth  of  individual  schools,  or  of  particular  systems  of  edu- 
cation.    Of  this  we  have  examples  in  "The  History  of  the  Great  Schools 
of  England,"  in  "The  Schools  of  Charles  the  Great,"  in    "The  Rise  and 
Early  Constitution  of  Universities,"  and  in  numerous  other  works  of  simi- 
lar character. 

5.  The  history  may  deal  chiefly  and  especially  with  the  lives  and 
labors  of  the  great  educational  leaders  and  reformers,  such  men  as  Comen- 
ius,   Pestalozzi,   and  Froebel,  such  other  men  as  Ur.  Arnold  of  Rugby, 
Horace  Mann,  and  Mark  Hopkins.     In  this  case  biography  and  history  are 
combined.     Educational  theories  are  illustrated  and  embodied  in  the  men; 
and  their  lives  are  great  object  lessons  for  their  successors.     This  is  one  of 
the  most  fruitful  and  productive  fields  for  educational  research  provided  it 
be  explored  and  cultivated  with  that  wise*  mingling  of  conservatism  and 
radicalism  which  bids  one  "  examine  all  things  and  hold  fast  that  which  is 
good,"  not  casting  away  the  old  simply  because  it  bears  the  marks  of  age, 
nor  embracing  the  new  merely  because  it  possesses  the  charm  of  novelty. 
Even  reformers  may  sometimes  prove  examples  for  warning  as  well  as  for 
imitation  and  instruction.     The  experiments  and  mistakes  of  others,  espe- 
cially of  wise  and  good  men,  should  save  us  the  expense  and  mortification 
of  repeating  unnecessary  experiments  and  of  making  avoidable  blunders. 

III. 

It  will  not  be  practicable  or  desirable  to  confine  our  study  to  any  one 
of  these  broad  fields  of  historical  investigation.  In  the  limited  time  at  our 
command  only  a  little  beginning  ean  be  made  ;  a  few  things  can  be  learn- 
ed, and  it  is  hoped  the  pathway  may  be  discovered  which  will  lead  to 
greater  acquisitions  by  future  private  study. 

In  the  selection  of  matter  for  investigation  regard  will  be  had,  as  far 
as  practicable,  to  the  obvious  relation  between  the  education  of  previous 
ages  and  the  education  of  the  present,  and  to  the  order  of  evolution  which 
has  brought  about  the  existing  condition  of  educational  affairs.  The 
chiefest  practical  advantage  derived  from  the  study  of  any  department  of 
history  is  found  in  the  light  which  it  casts  upon  the  institutions,  the  cus- 
toms, the  tendencies,  and  even  the  prejudices,  follies,  and  absurdities  of 


6  THE    HISTORY   OP    EDUCATION. 

to-day.  "If  we  ignore  the  Past  we  cannot  understand  the  Present,  or  fore- 
cast the  Future.  The  Radical  can  no  more  escape  from  the  Past  than  the 
Conservative  can  stereotype  it."  The  educational  institutions,  systems  and 
methods  of  our  own  times  can  be  thoroughly  understood  only  by  tracing 
them  backward  to  the  conditions  in  which  they  had  their  origin.  A  better 
acquaintance  with  the  substance  and  teachings  of  educational  history  would 
tend  to  moderate  somewhat  the  tone  of  self-complacent  assumption  which 
marks  a  portion  of  the  educational  literature  of  the  present.  Many  of  the 
principles  and  some  of  the  methods  of  the  "new  education"  are  as  old  as 
the  time  of  Comenius. 

"  In  studying  the  Past  we  must  give  our  special  attention  to  those  peri- 
ods in  which  the  course  of  ideas  takes,  as  the  French  say,  a  new  lead.  Such 
a  period  was  the  Renascence." 

The  educational  institutions  and  the  education  of  the  early  periods  of 
our  own  history  as  a  nation  were  naturally  fashioned  mainly  after  the  great 
schools  of  England.  These  schools  borrowed  their  subjects  and  methods 
of  instruction  largely  from  the  schools  of  the  continent,  and  especially  their 
humanistic  curriculum  from  John  Sturm  of  Strassburg.  Sturm  aimed  to 
reproduce  the  language,  and,  to  some  extent,  the  education  of  the  Augustan 
age  of  Rome,  and,  to  a  less  extent,  the  education  of  Greece. 

Consequently  the  main  line  of  educational  history,  development,  and 
progress,  which  most  immediately  concern  us,  has  its  starting  point  in 
Athens  ;  passes  with  some  deflections  and  modifications  through  imperial 
Rome  ;  is  obstructed  and,  at  times,  almost  lost  amid  the  confusions  and 
disorders  of  the  "  Middle  Ages"  ;  reappears  with  some  distinctness,  but 
considerably  modified  by  the  influence  of  the  church,  for  a  brief  time,  in 
the  reign  of  Charlemagne  ;  again  becomes  much  obscured,  but  reappears 
partially  in  the  early  Italian  renascence  half  paganized  ;  comes  once  more 
into  view  in  the  great  upheaval  of  the  sixteenth  century. 

From  that  period  educational  history  takes  apparently  many  and  vari- 
ous directions.  Movements  in  one  direction  have  been  met  by  counter 
movements  in  the  opposite  direction.  Freedom  has  come  into  conflict  with 
authority  in  subjects  and  methods  of  instruction.  The  church  and  the 
state  have  frequently  made  rival  and  irreconcilable  claims  to  the  same  ter- 
ritory. In  the  realm  of  higher  education  the  friends  of  voluntary  associa- 
tions and  the  advocates  of  public  institutions  have  occasionally  warned 
each  other  off  as  trespassers. 

Humanism,  realism,  naturalism,  have  each  found  over-zealous  advo- 
cates and  partisans.  Essentially  the  same  warfare  still  goes  on,  only  under 
new  names.  Out  of  all  these  conflicts  real  progress  has  been  secured,  and 
the  educational  institutions  of  to-day  are  the  results.  The  history  of  this 
progress  centers,  as  will  be  seen,  to  a  large  extent,  in  the  lives,  labors,  and 
influence  of  a  comparatively  few  successive  reformers  and  leaders.  These 
must  necessarily  be  prominent  topics  of  our  study. 


THE   HISTOKY  OP   EDUCATION.  7 

IV. 

SOURCES  OF  INFORMATION. 

1.  Direct  statements of  general  histories.     Such  statements  are  very 
few  in  most  of  the  older  histories.     In  some  recent  works,  which  give  infor- 
mation concerning  the  people  rather  than  accounts  of  wars  and  the  fortunes 
of  kings  and  dynasties,  much  valuable  information  can  be  found. 

2.  Incidental  allusions  in  general  histories,  and  references  in  literature 
to  education,  to  educational  institutions,  to  schools,  and  to  teachers  and 
their  work.     Such  references  in  literary  productions,  until  quite  recently, 
were  mostly  of  an  amusing  and  humorous  character,  on  the  whole  dispar- 
aging and  calculated  to  bring  the  ordinary  teacher  into  contempt.    Gold- 
smith and  Irving  afford  good  examples. 

3.  Inferences  properly  drawn  from  the  statements  of  historians  and 
from  literary  and  scientific  writings.    Advancement  in  art,  science,  and 
literature  indicates  advancement  in  education  at  least  in  some  portion  of 
the  people.     Books  would  not  be  written  and  published  if  there  were  no 
readers  ;  works  of  art  would  not  be  produced  if  there  were  no  purchasers 
and  admirers. 

4.  Accounts  of  the  explorations  of  the  ruins  of  ancient  cities  and  of 
the  relics  found  among  these  ruins.    Such  accounts  and  relics  reveal  much 
of  the  civilization  and  consequently  of  the  education  of  the  peoples  who 
built  and  inhabited  the  cities.     Such  explorations  are  being  made  at  the 
present  time  more  than  ever  before,  and  much  valuable  information  will 
without  doubt  be  obtained  from  them. 

5.  Specific  histories  of  education  generally,  or  histories  of  some  de- 
partment of  education,  and  biographies  of  distinguished  educators  and 
teachers.     Such  works  are  not  yet  abundant  in  the  English  language,  but 
are  increasing.     Educational  essays,  reviews,  periodicals,  and  publications 
of  various  kinds  afford  valuable  material  for  the  student  of  history.    This 
material,  however,  in  many  cases,  requires  very  careful  examination,  com- 
parison with  authorities,  and  considerable  sifting.    The  historian  should 
have  the  impartiality  and  candor  of  a  judge,  and  not  the  interested  zeal  of 
an  advocate.     Not  a  few  writers,  even  upon  educational  subjects,  uncon- 
sciously it  may  be,  exhibit  the  spirit  and  temper  of  partisans  and  advocates. 

The  genuine  student  will  seek  information  from  all  these  sources  as 
far  as  circumstances  will  permit. 

V. 
METHOD  OF  STUDY. 

The  preceding  statements  indicate,  in  a  general  way,  the  only  practi- 
cable method  of  study.  The  nature  of  the  subject,  the  time  allotted  to  it, 
and  the  conditions  under  which  the  work  is  to  be  done  determine  this 


8  THE   HISTORY   OF    EDUCATION. 

method  more  definitely.  In  its  nature  history  is  more  nearly  related  to 
science  than  to  literature.  This  fact  must  be  kept  in  mind  in  the  selection 
of  a  method. 

Literature,  as  Mr.  Fitch  has  so  well  said  in  his  essay  on  the  Renas- 
cence, consists  essentially  of  the  conceptions  of  an  individual  mind  ex- 
pressed in  a  permanent  form  of  words.  Two  things  are  necessary  to  make 
literature :  the  individual  conceptions  and  the  peculiar  and  permanent 
forms  of  expression.  The  student  of  literature  must  study  and  master 
both  of  these.  Consequently  literature  can  be  properly  studied  only  by 
being  read  and  re-read  until  the  forms  of  expression  are  as  familiar  as  the 
ideas  expressed.  The  inquiry  is  not  merely  what  an  author  has  said,  but 
also  how  did  he  say  it. 

On  the  other  hand  science  is  independent  of  any  particular  form  of  ex- 
pression. It  concerns  itself  about  facts,  ideas,  truths,  principles,  and  not 
much  about  the  dress  in  which  these  are  clothed.  It  only  asks  that  facts 
and  truths  be  clearly  stated.  The  student  of  science  seeks,  in  his  investi- 
gations, for  truth,  and  has  little  regard  for  words  for  their  own  sake. 

In  like  manner  the  student  of  history  is  concerned  about  facts  rather 
than  forms  of  expression.  He  desires  to  learn  what  was  said,  taught,  or 
done  ;  what  principles  were  enunciated,  what  purposes  were  set  forth,  what 
ideals  were  kept  in  view,  what  methods  and  means  were  employed,  and 
what  results  were  attained,  rather  than  the  language  in  which  these  things 
have  been  described.  It  is  better  that  he  express  the  facts  and  truths 
which  his  investigations  reveal  to  him  in  words  of  his  own  selection.  Con- 
sequently the  reproduction  verbatim,  either  orally  or  in  note  books,  of  ex- 
tracts from  encyclopedias  or  pages  from  historians,  can  not  be  regarded 
as  a  valuable  exercise  or  a  fruitful  use  of  time  or  energy. 

In  the  study  of  individual  educational  leaders  and  reformers  the  pure- 
ly biographical  is  important  only  as  it  serves  to  set  forth  more  clearly  and 
distinctly  their  peculiar  principles,  aims,  and  methods.  In  some  cases  the 
personal  fortunes  of  men,  their  characters,  their  principles,  and  their  teach- 
ings are  so  inextricably  mingled  together  that  what  they  taught  can  be 
fully  comprehended  only  when  we  know  who  and  what  they  were  in  their 
fortunes,  in  their  daily  living,  and  under  what  conditions  they  "  lived,  and 
moved,  and  had  their  being."  In  such  cases  the  men  must  be  studied  in 
order  to  understand  their  works.  Their  successes  and  failures  are  neces- 
sary commentaries  upon  their  doctrines  and  methods  of  labor. 

This  is  true  in  a  large  degree  of  Pestalozzi,  in  a  less  degree  of  Froebel, 
and  in  a  still  less  degree  of  Comenius. 

On  the  other  hand,  sometimes  the  less  the  personality  of  the  man,  his 
life  and  character  come  into  view,  the  more  weighty  his  utterances  appear, 
and  the  more  ready  acceptance  is  given  to  his  teachings.  This  is  especial- 
ly and  most  emphatically  true  in  respect  to  Rousseau. 

It  is  a  common  and  not  unnatural  supposition  that  a  man's  doctrines, 
his  peculiar  principles,  can  be  most  readily  gathered  from  a  personal  study 


THE    HISTORY   OF    EDUCATION.  9 

of  his  writings.  Unfortunately  this  supposition  is  not  always  true.  Some 
minds,  gifted  above  ordinary  mortals,  capable  of  giving  birth  to  great  and 
grand  thoughts,  full  of  high  purposes  and  lofty  aspirations,  burning  with 
holy  zeal  and  longing  to  preach  a  new  gospel  to  mankind,  have  little  power 
to  give  clear  expression  and  lucid  order  to  their  ideas.  Their  thoughts 
appear  to  crowd  and  jostle  each  other,  and  are  poured  forth  in  confusion 
and  disorder.  Such  souls  need  interpreters.  Only  those  who  have  much 
time  and  long  patience  can  read  them  with  profit.  Some  educational  re- 
formers have  been  of  this  sort.  One  will  be  wise  to  accept  and  profit  by 
the  labors  of  their  interpreters. 

Professor  Laurie  has  prepared  an  admirable  summary  of  the  works  of 
Comenius,  and  other  writers  have  helped  much  toward  a  right  understand- 
ing of  the  principles  of  Pestalozzi  and  Froebel.  The  student  of  the  history 
of  education  should  find  opportunity,  however,  to  read  Pestalozzi's  Leonard 
and  Gertrude  and  the  Education  of  Man  by  Froebel,  as  much  for  the  sake 
of  drinking  in  the  spirit  of  the  men  as  for  becoming  acquainted  with  their 
thoughts  and  aims.  Many  other  books  should  be  read,  but  the  study  of 
the  history  of  education  can  not  include,  to  any  considerable  extent,  a 
profound  study  of  the  literature  of  education.  The  study  of  the  literature, 
when  possible,  should  supplement  the  study  of  the  history.  In  connection 
with  the  outlines  of  topics  in  the  history  some  books  for  reading  will  be  in- 
dicated, as  well  as  works  for  reference. 

GENERAL    REFERENCES. 

Painter's  History  of  Education. 
Compayre's  History  of  Pedagogy. 
Hailman's  Lectures  on  Pedagogy. 
Browning's  Educational  Theories. 
Shoup's  History  and  Science  of  Education. 
Barnard's  Journal  of  Education. 
Cyclopedia  of  Education  and  other  Encyclopedias. 
K.  A.  Schmid's  Geschichte  der  Erziehung  von  Anfung  an  bis  auf  Un- 
sere  Zeit. 

Buisson's  Dictionnaire  de  Pedagogic. 
Popular  Science  Monthly,  Vols.  29,  30. 


THE    HISTORY   OF   EDUCATION. 


Course  ID  History  of  EducatioQ. 


OUTLINES  AND   REFERENCES. 


I. 
EDUCATION  IN  GREECE. 

1.  Situation,  extent,  climate,  etc.,  of  Greece. 

2.  Origin  and  general  character  of  the  people. 

3.  Education  in  the  heroic  and  early  ages. 

NOTE. — During  the  period  of  her  prosperity  and  power  two  tolerably  distinct  types  of  ed- 
ucation were  found  in  Greece,  one. represented  by  Athens,  the  other  by  Sparta. 

II. 

ORDINARY  EDUCATION  AT  ATHENS. 

1.  Solon,  his  laws  and  influence. 

2.  Athens  in  the  age  of  Pericles.    The  city  ;  the  population  ;  propor- 
tion of  the  people  educated. 

3.  Intellectual  or  literary  education. 

(a)  Provisions  for  this  ;  relation  of  the  State  to  it. 

(b)  Childhood;  the  home,  mother,  nurse  ;  instruction,  amusements,  etc. 

(c)  Boyhood ;  Pedagogues,  teachers,  school  rooms,  school  hours,  dis- 
cipline, studies  and  methods  of  teaching,  school  fees. 

\d)    Youth  ;  more  advanced  studies,  etc. 

4.  Gymnastic  and  physical  training. 

(a)  For  boys  ;  Provisions  for  this  ;  relation  of  the  State  to  it ;  the  palaes- 
tra and  the  exercises  ;  how  early  this  training  commenced  ;  time  occupied* 
etc.;  teachers. 

(b)  For  youth ;  Gymnasia  and  the  exercises ;  relation  of  the  State  to 
these  ;  objects  aimed  at  and  results. 

5.  Music ;  vocal ;  instrumental ;   attention  given   to  it;   reasons  for 
such  study. 

6.  Moral  education  ;  character  and  purpose  of  this  ;  relation  to  con- 
duct. 

7.  The  primary  purpose  or  object  of  Athenian  education  ;  the  results 
attained  ;  love  of  the  beautiful,  etc. 


14  THE   HISTORY  OF  EDUCATION. 

III. 

EDUCATION  AT  SPARTA. 

1.  Population;  Spartans  proper;   other  inhabitants;   relation  of  the 
Spartans  to  these. 

2.  Lycurgus  and  his  laws  ;  their  general  character  and  influence. 

3.  General  nature  of  Spartan  education  ;  relation  of  the  State  to  it. 
(a)    The  child  till  the  age  of  seven  ;  relation  to  the  State. 

(b}  Boyhood  and  Youth  ;  what  were  the  schools;  how  managed  ;  the 
teachers;  treatment  of  the  boys;  subjects  taught;  method  of  teaching; 
moral  education  ;  music,  etc. 

(c)    Objects  aimed  at  and  results  attained. 

IV. 
EDUCATION  OF  WOMEN  IN  GREECE. 

1.  In  heroic  and  early  ages. 

2.  In  Sparta. 

3.  In  Athens. 

4.  Instances  of  highly  educated  women  ;  Sappho;  Aspasia  and  others. 

5.  Position  of  women  generally. 

V. 
HIGHER  EDUCATION  IN  GREECE. 

1.  In  what  it  consisted  chiefly  ;  what  its  schools  were  ;  how  instruction 
was  given,  etc. 

2.  The  Sophists  ;  who  and  what  they  were  ;  character  and  teaching. 

3.  Socrates  (469-399,  B.  C.) ;  early  life  and  education  ;  personal  pecul- 
iarities ;  subjects  and  method  of  his  teaching;  examples  of  his  method  ;  his 
influence  ;  trial  and  death  ;  does  modern  education  owe  anything  to  him  ? 
if  so,  what  ? 

4.  Plato  (429-348,  B.  C.) ;  education  and  character  ;   connection  with 
Socrates  ;  his  views  upon  education  as  given  in  the  Republic  and  Laws ; 
the  Republic  an  ideal  work  and  his  education  simply  ideal. 

5.  Aristotle  (384-322,  B.  C.) ;  connection  with  Plato  ;  abilities  and  char- 
acter ;  connection  with  Alexander  ;  school  at  Athens  and  method  of  teach- 
ing ;  his  ideas  upon  education  (Politics,  Books  IV,  V);  influence  upon  edu- 
cation in  subsequent  ages  ;  Luther's  opinions  of  him. 

NOTE. — The  ideal  education  of  Plato  and  Aristotle  was  designed  for  the  few,  the  aristoc- 
racy only,  and  not  for  the  people  as  a  whole.  Their  theories  had  no  appreciable  influence  upon 
the  education  of  their  own  times,  but  are  of  interest  to  us  as  showing  the  highest  conceptions 
in  respect  to  education  of  the  greatest  thinkers  of  the  ancient  world.  Their  conceptions  com- 
pared with  those  of  the  present  times  enable  us  to  make  some  estimate  of  the  nature  and  direc- 
tion of  educational  progress  during  the  Christian  centuries. 


THE   HISTORY  OF   EDUCATION.  15 

REFERENCES  FOR  GREEK  EDUCATION. 

Felton's  Ancient  and  Modern  Greece. 
Becker's  Charicles. 

National  Education  in  Greece  in  the  Fourth  Century  B.  C.  by  A.  S. 
Welkins. 

Aristotle  by  Thomas  Davidson. 

Barnard's  Journal  of  Education,  Vols.  14,  24. 

Mahaffy's  Old  Greek  Education.    ' 

Mahaffy's  Greek  Life  and  Thought. 

Mahaffy's  Social  Life  in  Greece. 

Capes'  University  Life  in  Ancient  Athens. 

Guhl  and  Koner's  Life  of  the  Greeks  and  Romans. 

Grote's  History  of  Greece. 

Curtius'  History  of  Greece. 

Kingsley's  Alexandria  and  her  Schools. 

Plato's  Republic  and  Laws. 

Aristotle's  Politics. 

Xenophon's  Memorabilia. 

Atlantic  Monthly,  Vol.  34. 

North  American  Review,  Vol.  14. 

Atlantic  Monthly,  Vol.  27  (Women's  Rights  in  Ancient  Athens.) 

Martin's  Les  Doctrines  P6dagogiques  des  Grecs. 

Chassiotis'  L'Instruction  Publique  chez  les  Grecs  (Paris.) 


THE   HISTORY   OF   EDUCATION.  23 

VI. 

ROMAN  EDUCATION. 

1.  Greek  and  Roman  character  compared. 

2.  Education  in  the  early  ages  of  Roman  history. 

(a)  The  family  ;  position  and  authority  of  the  husband  and  father ;  po- 
sition of  the  wife  and  children   (Hadley's   Introduction  to   Roman  Law), 
(John  Lord's  Old  Roman  World.  Chap.  6.) 

(b)  Character  of  the  early  education  ;  as  to  schools  ;  moral  education  ; 
education  of  girls. 

3.  Influence  of  the  Greeks  ;  changes  in  education  ;  views  of  conserva- 
tive Romans. 

4.  Education  at  the  beginning  of  the  Empire. 

(a)  Elementary  schools,  how  established,  managed  and  supported; 
discussions  as  to  domestic  and  school  education, 

(b)  Education  of  the  child  to  the  seventh  year. 

(c)  From  the  seventh  to  the  twelfth  year  ;  pedagogues  and  teachers  ; 
school  regulations  and  discipline  ;  studies  and  methods  of  teaching. 

(d)  After  the  twelfth  year ;  secondary  instruction .  branches  of  study  ; 
the  Greek  language  ;  choice  of  a  vocation  ;  study  of  the  art  of  war ;  of  law 
and  politics  ;  estimation  put  upon  the  study  of  oratory  and  eloquence  ;  rea- 
sons for  this. 

(e)  Higher  education ;   Roman  young  men  at  Athens ;  subjects  of 
study  ;  influence  upon  Roman  character. 

5.  Quintilian  (about  40-118  A.  D.);  his  education  and  character;  as  an          V 
advocate  and  teacher  ;  his  writings  upon  education  ;  his  plan  of  education, 
studies,  methods  ;  views  as  to  teachers,  school  discipline,  morals,  etc. ;  his 
relation  to  the  emperor  and  to  education  supported  by  the  state. 

6.  Plutarch  (50-138  A.  D.) ;  as  a  teacher  and  lecturer ;  his  lives  of  il- 
lustrious men  ;  his  morals  ;  essay  on  the  training  of  children  ;  influence  of 
his  writings. 

7.  Education  taken  under  the  patronage  of  the  State  ;  schools  estab- 
lished by  the  early  emperors ;  libraries  established ;  "  Romana-Hellenie 
Schools"  (Laurie's  Rise  of  Universities,  Lecture  I.) 

NOTE.— The  great  contribution  of  Rome  to  modern  civilization  is  not  her  education  or  her 
pedagogy,  but  Roman  Law. 

REFERENCES  FOR  ROMAN  EDUCATION. 

Hadley's  Introduction  to  Roman  Law. 

Merivale's  History  of  Rome,  Chapters  54,  60,  64. 

Mommsen's  History  of  Rome. 

Leighton's  History  of  Rome. 

Becker's  Callus. 

Quintilian's  Institutes. 

Plutarch's  Lives,  and  Morals. 


24  THE.  HISTORY   OF    EDUCATION. 

Life  of  the  Greeks  and  Romans. 
Inge's  Society  in  Rome  under  the  Caesars. 
Church's  Roman  Life  in  the  days  of  Cicero. 
Laurie's  Rise  of  Universities,  Lecture  I. 

Barnard's  Journal  of  Education,  Vols.  8,  10,  n.     "Education,"  Vol.  4, 
(Wages)  Vols.  5,. 6. 


THE   HISTORY  OF   EDUCATION.  29 

VIL 

EDUCATION    DURING   THE    EARLY   CHRISTIAN   CENTURIES 
TO  THE  TIME  OF  CHARLEMAGNE. 

1.  The  new  principles  introduced  by  Christianity. 

2.  Necessary  effect  of  these  principles  upon  education. 

3.  Social  and  civil  condition  of  most  of  the  early  Christians. 

4.  Matter  and  form  of  the  earliest  education  among  the  Christians. 

5.  Views  of  some  of  the  "  Christian  Fathers  "  as  to  education,  especial- 
ly education  of  girls.  , 

6.  Pagan  schools  in  the  large  centers  of  population  during  the  first 
four  centuries  ;  (a)  numbers  and  support ;  (b)  studies,  teaching  and  scholar- 
ship in  these  schools. 

7.  Relations  of  the  Christians  to  these  schools. 

8.  Causes  of  the  decay  of  the  Pagan  schools. 

9.  Restrictions  of  the  freedom  of  teachers  and  students. 

10.  Gradual  establishment  of  Christian  schools  ;  kinds  and  character 
of  these. 

(a)  Catechetical  schools.     The  school  at  Alexandria. 

(b)  Monastic  schools,    (i)  Difference  between  monasticism  in  the  East 
and  West ;  (2)  some  of  the  Western  monastic  orders ;  (3)  circumstances 
which  favored  the  establishment  of  such  schools ;  (4)  importance  of  these 
during  several  centuries  ;  (5)  studies  taught  in  them,  the  Trivium,  the 
Quadrivium. 

(c)  Cathedral  schools.     Purposes  and  character  of  these. 

(d)  Parochial  schools. 

11.  Organization,  discipline  and  work  of  Christian  schools.    (Laurie's 
Universities,  Lecture  4.) 

12.  State  of  education  generally  on  the  continent  during  the  sixth  and 
seventh  centuries. 

13.  Schools  in  Ireland  and  England  in  the  sixth  and  seventh  centuries  ; 
some  of  the  leading  teachers  in  these  countries. 

REFERENCES    FOR   EARLY   CHRISTIAN   CENTURIES. 

Guizot's   History  of  Civilization  in   France,   Lectures  4,  8,  16,   First 
Course. 

Laurie's  Rise  of  Universities,  Lectures  i,  2,  4. 

Drane's  Christian  Schools  and  Scholars. 

Duruy's  Later  Roman  Empire,  Chaps,  i,  2,  3,  4,  13. 


THE   HISTORY  OF   EDUCATION.  37 

VIII. 

PARTIAL  REVIVAL  OF  LEARNING  UNDER  CHARLEMAGNE, 

(742-814). 

1.  General  condition  of  schools  and  education  at  the  beginning  of  his 
reign. 

2.  His  own  education  ;  his  character  ;  his  personal  efforts  for  improv- 
ing education,  etc. 

3.  Alcuin  (735-804) ;  his  life  and  work  before  entering  the  service  of 
Charles  ;  his  work  in  connection  with  Charles  ;  his  influence  upon  educa- 
cational  affairs. 

4.  The  school  of  the  Palace  ;  character  of  this  school ;  the  students  ; 
subjects  taught ;   methods  of  instruction  ;  learned  men  at  the  court,  etc. ; 
Rabanus  Maurus. 

5.  Other  schools  established  ;  efforts  for  the  education  of  the  Clergy  ; 
reform  of  church  music  ;  patronage  of  the  fine  arts,  etc. 

6.  Decay  of  education  after  his  death  ;  reasons  for  this  ;  state  of  edu- 
cation during  the  following  centuries. 

Note. — Some  reasons  for  the  decay  and  low  condition  of  schools  and 
education  during  the  "  Middle  Ages,"  both  before  and  after  the  time  of 
Charles. 

(a)  The  decay  of  the  old  religions  and  the  introduction  of  Christianity 
with  the  resulting  conflicts. 

(b)  Gradual  dissolution  of  the  Roman  empire  and  the  inroads  of  bar- 
barians. 

(c)  Corruption  of  the  Latin  language,  and  the  imperfect  condition  of 
the  new  languages. 

(d)  Social  condition  of  the  majority  of  the  people,  and  the  general  con- 
fusions of  the  times. 

(e)  Lack  of  literature  and  books,  and  of  the  leisure  and  incentives  for 
the  production  of  these. 

Whatever  may  have  been  the  case  subsequently,  during  these  ages  the 
church  and  the  monasteries  were  the  friends  and  conservators  of  learning. 

REFERENCES   FOR  TIME  OF  CHARLEMAGNE. 

Mombert's  Life  of  Charles  the  Great. 

Mullinger's  Schools  of  Charles  the  Great. 

Guizot's  History  of  Civilization  in  France,  Lectures  20,  21,  First  Course. 

Drane's  Christian  Schools  and  Scholars. 

Laurie's  Universities,  Lectures  3,  4,  5. 

Barnard's  Journal.  Vol.  24,  (Rabanus).  . 

Duruy's  History  of  Middle  Ages,  Chaps.  9,  16. 

North  American  Review,  Vol.  81,  (Private  Life  of  Charlemagne.) 

Life  of  Alcuin  by  Lorenz.    (London.) 


THE   HISTORY   OF   EDUCATION.  43 

IX. 

FROM   THE    TIME   OF   CHARLEMAGNE   TO   THE 
REFORMATION. 

1.  Alfred  the  Great  (849-901).     Condition  of  affairs  in  England  in  his 
time  ;  his  own  education  and  character ;  his  efforts  on  behalf  of  literature 
and  education. 

2.  Mohammedan  schools  and  learning  ;  in  the  East ;  in  Spain  ;  studies 
pursued  ;   scientific  progress ;  influence  of  these  schools  upon  Christian 
Europe  ;  decline  of  the  schools. 

3.  Scholasticism  ;  its  essential  character  ;  influence  upon  independent 
thinking  and  upon  intellectual  and  scientific  progress  ;  Abelard  as  a  teach- 
er and  lecturer ;  Thomas  Aquinas.    (Time  will  allow  but  little  attention  to 
be  given  to  this  topic.) 

4.  Movements  toward  the  close  of  the  Middle  Ages. 

(a)  Effect  of  the  Crusades  upon  commerce  ;  upon  the  progress  of 
learning  and  schools  ;  upon  Western  civilization  generally. 

(It)   Education  of  candidates  for  knighthood, 

(<:)  Establishment  of  town  or  Burgher  schools  ;  object  of  these  schools 
and  the  studies  taught ;  control  of  these  schools. 

5.  Education  of  women  during  this  period. 

6.  Rise  of  Universities. 

A  natural  development ;  causes  favoring  and  urging  development ; 
demand  for  specialization,  etc. 

7.  The  Constitution  and  Organization. 

(a)  The  early  so-called  Universities  not  educational  institutions  in  the 
modern  sense  ;  (b)  large  numbers  of  students  gathered  by  the  popularity 
of  individual  teachers  ;  (c)  some  organization  a  necessity  ;  (d)  imitation  of 
trade-guilds;  "nations"  organized  and  chiefs  elected,  etc.;  (<?)  gradual 
development  of  organization;  (/)  •' rescripts"  or  constitutions  obtained; 
(g)  essentially  self-governing  communities. 

8.  Number  of  students,  discipline,  wandering  scholars,  etc. 

9.  Privileges  and  immunities    granted  to   scholars    and    teachers ; 
"  Benefit  of  clergy." 

10.  Faculty  and  "Faculties";   rise  of  faculties  in  universities,  effect 
upon  the  organization  ;  number  of  faculties. 

11.  Studies  and  instruction;   graduation,  what  this  was  at  first ;  titles 
given  to  teachers  ;  the  matter  of  "  degrees,"   time   of  their  institution  ; 
signification  of  the  degrees. 

12.  As  to  buildings,  libraries,  apparatus,  etc.,  of  early  universities  ; 
students'  fees. 

13.  Origin  and  original  signification  of  the  name  ''college." 

14.  Gerhard  Groot  (1340-1384)   and   Brethren   of  the   Common   Life. 
(a)   Aims   of  this  organization ;    (£)   character  of  its  founder ;    (c)  their 
schools  and  teaching  ;   (d)  general  results  of  their  labors. 


44  THE    HISTORY   OF    EDUCATION 

REFERENCES   FOR  THIS    PERIOD 

(1)  Turner's  History  of  the  Anglo-Saxons. 
Knight's  Popular  History  of  England,  Vol.  I. 
Green's  History  of  the  English  People. 

Life  of  Alfred  the  Great. 

North  American  Review,  Vol.  75. 

(2)  Sismondi's  Literature  of  Europe,  Chap.  2. 
Gibbons'  Rome,  Chap.  52. 

Duruy's  Middle  Ages,  Chap.  7. 

(3)  Hallam's  Middle  Ages,  Chap.  9,  Part  II. 
Drane,  Chap.  12. 

Student's  Ecclesiastical  History  (Vol.  2). 

Barnard's  Journal,  Vols.  I,  2,  4. 
(6-13)  Laurie's  Rise  of  Universities. 

Drane,  Chap.  13. 

Barnard's  Journal,  Vols.  i,  2,  24. 

Barnard's  Journal,  Vol.  4. 
(14)  Barnard's  German  Teachers  and  Educators. 


Student's  Ecclesiastical  History  (Vol.  2). 
Lacroix'  Science  and  Literature  in  the  Middle  Ages. 
Fisher's  Histofy  of  the  Christian  Church  (Chap.  5). 
Duruy,  Chap.  23. 

North  American  Review,  Vol.  8,  (Abelard). 

Educational  Review,  March,  1891,  (The  Primary  School  in  the  Middle 
Ages). 

Harper's  Magazine,  Vol.  43,  (Schoolmasters  of  the  Middle  Ages). 


THE   HISTORY  OP  EDUCATION.  51 

X. 

EARLY  REVIVAL  OF  LEARNING  IN  ITALY, 

1.  Influence  of  Dante  (1265-1321);  of  Petrarch  (1304-1374);  of  Boccacio 
(1313-1375)  upon  the  Italian  language  and  literature,  and  consequently  up- 
on education. 

2.  Vittorino  da  Feltre,  the  great  Italian  teacher  ;  early  life  and  educa- 
tion ;  school  at  Padua  and  at  Venice ;  school  at  Mantua ;   subjects  of  in- 
struction ;  method  of  teaching ;  athletics  or  physical   education ;  moral 
education  ;  humanism. 

REFERENCE   FOR  TOPIC   X. 

Symond's  Revival  of  Learning  in  Italy. 
Barnard's  German  Teachers  and  Educators. 
Drane's  Christian  Schools  and  Scholars. 
Sismondi's  Literature  of  the  South  of  Europe. 
Barnard's  Journal,  Vol.  7. 


THE   HISTORY  OP   EDUCATION.  53 


piislory  from  the:  JTifkmlh  Qcniciry. 


XI. 
FIRST  PERIOD. 

Effect  upon  learning  in  Western  Europe  of  the  capture  of  Constanti- 
nople by  the  Turks  in  1453 ;  results  of  the  revival  of  learning  in  Italy  ; 
results  in  Germany  ;  conflicts  between  the  friends  of  the  old  order  of  things 
and  the  advocates  of  the  new  learning  ;  general  condition  ot  the  monastic 
and  other  schools. 

XII. 

;  '  S 

Note. — The  history  of  educational  progress  for  several  centuries  con- 
sists mainly  of  an  account  of  the  lives,  labors,  principles,  and  methods  em- 
ployed by  eminent  individual  leaders  and  reformers.  Only  the  most  emi- 
nent of  these  can  be  specially  studied.  They  are  divided  by  some  writers 
into  Humanists,  Realists,  and  Naturalists.  The  division  is  convenient  as 
marking  the  steps  of  the  inevitable  progress  of  the  human  mind  from 
servitude  to  freedom,  and  from  the  study  of  words  to  the  study  of  things. 

1.  AGRICOLA   (1443-1485),   called  sometimes  the  father  of  German 
humanism.     Brief  sketch  of  his  life  ;  his  opinion  of  the  schools  of  his  time  ; 
of  studies  and  method  ;  his  most  important  service  to  education. 

2.  REUCHLIN  (1455-1522),  "the  father  of  modern   Hebrew  studies." 
Life  and  education  ;  writings  ;   study  of  Hebrew ;   controversies  ;  general 
results  of  his  labors. 

3.  ERASMUS  (1467-1536).     Education  and   scholarship;    educational 
writings  ;  studies  which  he  advocated  ;  influence  upon  learning  and  educa- 
tion ;  his  Greek  testament ;  estimate  of'him  as  a  man. 

4.  LUTHER  (1483-1546).     Brief  sketch  of  his  life  and  education  ;  views 
as  to  the  training  of  children  ;  duties  of  parents  ;  as  to  schools  ;  studies  and 
methods  ;  importance  of  education  to  the  state  ;  compulsory  education  ;  as 
to  teachers  and  teaching  ;  his  translation  of  the  Bible  ;  influence  generally 
upon  education  in  Germany. 

5.  MELANCHTHON  (1497-1560).    His  education  and  character;  his  rela- 
tion to  Luther  ;  his  work  as  a  teacher  ;  his  text-books  ;  his  work  for  school 


54  THE  HISTORY  OF   EDUCATION. 

systems  ;  grouping  or  grading  pupils;  influence  upon  education  and  learn- 
ing. 

6.  JOHN  STURM  (1507-1589).     His  early  educational  work  ;  his  school 
and  work  at  Strasburg ;  his  ideal  of  education  ;  the  organization  of  his 
school  and  his  graded  course  of  study  ;  the  excellencies  and  defects  of  his 
system  ;  his  influence  upon  the  education  of  his  own  and  of  subsequent 
times. 

Note. — Sturm's  curriculum  of  studies  was  narrow  and,  according  to 
modern  standards,  seriously  defective.  But  he  evidently  did  more  to  give 
form  to  the  humanistic  education  than  any  other  man  of  that  age — a  form 
which  it  retained  almost  to  our  own  age. 

7.  SCHOOLS  OF  THE  JESUITS. 

Sketch  of  the  founder  of  the  order,  Ignatius  Loyola  (1491-1556);  their 
system  of  education  (Ratio  Sttidiorutri) ;  preparation  of  teachers  ;  organiza- 
tion of  schools,  lower  and  higher  ;  classes  of  pupils  ;  courses  of  studies  ; 
of  studies  ;  officers  and  teachers  and  supervision  ;  methods  of  instruction  ; 
use  of  emulation  ;  discipline  of  the  schools  ;  examinations  ;  daily  order  of 
work  ;  moral  and  religious  training  ;  object  aimed  at  in  their  system  of 
education. 

Progress  of  the  order  in  its  early  history  ;  extent  of  its  educational 
work ;  estimate  put  upon  the  Jesuit  schools  and  education  by  various 
writers. 


Note. — To  this  time  education  had  been  almost  exclusively  humanistic. 
The  main  subject  of  study  was  the  Latin  language,  some  attention  being 
given  to  Greek.  The  "  mother  tongue  "  was  generally  treated  with  neglect. 
The  period  of  reaction,  however,  was  beginning.  "Verbal  realism"  came 
first  and  prepared  the  way  for  realism  proper,  that  is,  for  the  study  of 
things  themselves  rather  than  the  study  of  descriptions  of  things. 

REFERENCES   FOR   FIRST   PERIOD. 

Quick's  Educational  Reformers. 

Barnard's  German  Teachers  and  Educators. 

Farrar's  Essays  on  a  Liberal  Education,  Lecture  I. 

Painter's  Luther  on  Education. 

Hughes'  Loyola  and  the  Educational  System  of  the  Jesuits. 

Barnard's  Journal  of  Education,  Vol.  14. 

D'Aubigne's  History  of  the  Reformation. 

Laurie's  Introduction  to  Life  of  Comenius. 

Education,  Vol.  I.    Vol.  10  (Sturm). 


THE   HISTORY   OF   EDUCATION.  61 

XIII. 

SECOND  PERIOD. 

Note. — Some  writers,  whose  opinions  are  entitled  to  great  respect, 
reckon  among  the  earliest  educational  reformers  of  the  realistic  or  natural- 
istic school,  FRANCOIS  RABELAIS  (1483-1553),  basing  his  claims  to  such  a 
place  upon  his  "Life  of  Gargantua"  and  "Heroic  Deeds  of  Pantagruel." 
Even  these  writers,  however,  admit  that  his  works  are  not  "  suited  for  the 
reading  of  ordinary  students."  One  may  be  pardoned  for  doubting  whether 
his  influence  upon  educational  progress  has  been  appreciable.  (See 
Browning,  Quick,  and  Compayre".) 

1.  MONTAIGNE  (1533-1592).    His  own  education  ;  his  educational  views 
found  chiefly  in  his  essays  upon  Pedantry  and  upon  the  Education  of  Chil- 
dren ;  some  of  his  thoughts ;  studies  recommended  ;  methods  of  educa- 
tion ;  how  one  should  read ;  views  upon  the  education  of  women  ;  his  in- 
fluence upon  education  not  great. 

2.  ASCHAM,    ROGER   (1515-1568).      His   own  education;   work   as   a 
teacher;  relation  to  Elizabeth  ;  occasion  for  writing  the  "Scholemaster  ;" 
character  and  purpose  of  that  work  ;  method  of  teaching  Latin  ;  his  con- 
tribution to  educational  progress. 

Note. — For  some  information  concerning  Richard  Mulcaster  see 
Quick. 

3.  BACON,  LORD  FRANCIS  (1561-1626).    His  education  and  charac- 
ter ;  essays  ;  aim  of  his  "Advancement  of  Learning"  ;  methods  of  seeking 
after  truth  ;  his  especial  contribution  to  the  progress  of  education. 

4.  RATICH  or  RATKE  (1571-1635).    His  own  education;  education  of 
the  young  should  begin  with  the  mother-tongue  ;  what  he  claimed  to  be 
able  to  do  ;  experiments  and  failures  ;  methods  of  teaching  reading  ;  meth- 
od in  Latin  ;  comparison  of  his  method  and  Asham's  ;  his  educational  prin- 
ciples ;  what  credit  should  be  given  him  ;  relation  to  Comenius. 

REFERENCES   FOR   XIII. 

Quick's  Educational  Reformers. 
Barnard's  Journal,  Vols.  3,  4,  5,  n,  13. 
Barnard's  German  Teachers  and  Educators. 
Ascham's  Scholemaster. 
Introduction  to  Laurie's  Life  of  Comenius. 
Gill's  System's  of  Education  (Ascham). 
Barnard's  English  Pedagogy. 
Montaigne  on  Education  by  MacAlister. 


THE   HISTORY  OP   EDUCATION.  65 

XIV. 

COMENIUS,  JOHN  AMOS  (1592-1671). 

(a)  Condition  of  Europe  during  his  life-time  ;  his  education  ;  religious 
connection  and  character  ;   rector  of  school  at  Prerau  and  work  there  ; 
labors  at  Fulneck  ;  wanderings  ;  work  at  Lesna ;  visit  to  England ;  visit 
to  Sweden  and  residence  at  Elbing,  and  work  there  ;   return  to  Lesna  and 
school  at  Patak  ;  final  residence  at  Amsterdam  and  death. 

(b]  His  educational  writings  ;  the  Great  Didactic  and  some  of  its  most 
characteristic  teachings  and  principles  ;  general  aim  of  education  ;  method 
of  education  under  the  heads  surely,  easily,  solidly ;  some  practical  prob- 
lems in  school  work  ;  method  in  teaching  languages,  the  four  steps  ;  moral- 
ity and  piety  ;  school  discipline  ;  practical  hints  to  teachers. 

(c)  His   proposed   school   system,   four  periods   and  four  grades  of 
schools  ;  the  organization  and  work  of  each  school. 

(d]  In  respect  to  the  teaching  of  Latin ;  criticism  on  the  prevailing 
method  ;  suggestions  as  to  reform  of  method. 

{e}  His  text-books  ;  practically  only  the  Janua  Linguarum  in  various 
forms;  The  Vestibulum  (Latin  Primer);  The  Janua  proper;  The  Atrium. 
The  best  known  and  most  popular  work,  The  Orbis  Pictus. 

(/)  Write  an  epitome  of  his  most  important  and  characteristic  educa- 
tional principles  and  teachings. 

Note. — Most  of  the  fundamental  principles  and  maxims  of  the  so-called 
"  New  Education"  are  found  in  the  writings  of  Comenius.  He  is  justly  en- 
titled to  rank  among  the  world's  greatest  educational  reformers. 

REFERENCES   FOR  THE   STUDY   OF   COMENIUS. 

Laurie's  Life  of  Comenius. 

Quick's  Educational  Reformers. 

Painter  ;  Compayre" ;  Browning  ;  Barnard's  Journal,  Vol.  5. 

Barnard's  German  Teachers  and  Educators. 

Educational  Review  for  March,  1892. 


THE    HISTORY   OP    EDUCATION.  69 


i.  MILTON,  JOHN  (1608-1674).  His  definition  of  education;  his 
•'Captractate"  ;  proposition  for  the  erection  of  an  agricultural  college; 
scheme  of  education,  its  value. 

i.  LOCKE,  JOHN  (1632-1704).  His  profession;  "Thoughts  upon  the 
Education  of  Children"  ;  physical  education  ;  manual  labor  ;  home  educa- 
tion ;  requisites  in  a  teacher  ;  influence  of  education  ;  estimation  of  "learn- 
ing"; study  of  languages  ;  travel;  general  aim  of  education;  discipline, 
rewards,  punishments  ;  Locke's  ideal  an  English  gentleman. 

3.  FRANKE,  AUGUSTUS   HERMAN  (1663-1727).    His  own  education  ; 
infant  school  at  Hamburg  ;  beginning  of  his  work  at  Halle  ;  building  of  the 
orphan-house  ;  rules  as  to  discipline,  etc.;  sources  of  income  ;  growth  of 
his  institutions  ;  extent  of  the  various  departments  ;  mission  work  ;  proba- 
ble influence  of  the  institutions  at  Halle  upon  benevolent  and  reformatory 
work  in  subsequeut  times. 

4.  ROUSSEAU,   JEAN  JAQUES  (1712-1778).     His  personal  character ; 
made  famous  by  an  essay  on  the  evils  of  civilization  ;  the  artificial  life  and 
society  of  his  time  ;  his  "Emile"  contains  his  ideas  on  education  ;  general 
outline  of  the  work  ;  Emile  during  the  first  twelve  years,  education  of  the 
senses  ;  from  twelve  to  fifteen,  intellectual  education;  the  affections,  moral 
and  religious  education  ;  ideas  upon  the  education  of  women  ;  influence 
attributed  to  the  £mile. 

Note. — Rousseau  and  the  Emile  have  been  extravagantly  praised.  The 
fimile  has  real  value  and  could  not  well  be  spared  from  educational  litera- 
ture, but  its  value  has  been  over-estimated.  An  education  according  to 
nature  is  advocated,  but  Emile  is  a  purely  imaginary  being  placed  in  the 
most  unnatural  and  impossible  conditions.  Rousseau  did  good  work  in 
destroying;  made  in  fact  "a  clean  sweep,"  but  in  building  up  he  did  little  or 
nothing. 

BASEDOW,  JOHANN  BERNHARD  (1723-1790).  His  education  and  char- 
acter ;  description  by  Goethe  ;  disciple  of  Rousseau  ;  substance  and  form 
of  his  "  Elementary"  book  ;  "  Book  of  Methods  "  ;  his  school,  "  Philanthro- 
pinum"  at  Dessau  ;  subjects  and  methods  of  instruction  ;  method  in  teach- 
ing languages  ;  the  "examination"  ;  expectations  and  disappointment;  in- 
fluence of  this  experiment  upon  schools  and  education  ;  in  what  respect  an 
imitator  of  Comenius  ;  in  what  respects  an  anticipation  of  some  modern 
ideas  and  methods. 

REFERENCES    FOR  XV. 

Quick's  Educational  Reformers. 

Barnard's  German  Teachers  and  Educators. 

Barnard's  English  Pedagogy. 

Barnard's  Journal,  Vols.  2,  5,  6,  8,  11,  13,  20,  26. 

Milton's  "  Tractate  "  on  Education. 


70  THE  HISTORY  OF   EDUCATION. 

Locke's  Thoughts  on  Education. 

Morley's  Rousseau,  (London). 

Rousseau's  Emile. 

Painter  ;  Compayre"  ;  Browning. 

Laurie's  Addresses  (Milton). 

Leitch's  Practical  Educationists  (Locke). 

Gill's  Systems  of  Education  (Milton,  Locke). 


THE    HISTORY   OP   EDUCATION.  75 

XVI. 

PESTALOZZI,  JOHN  HENRY  (1746-1827). 

1.  Parentage;  early  education  ;  peculiarities. 

2.  Student  life  at  Zurich  ;  the  times. 

3.  Experiment  in  Agriculture  ;  failure. 

4.  Experiments  in  the  education  of  his  own  child  ;  influence  of  Rous- 
seau. 

5.  Experiment  in  the  school  for  poor  children  at  Neuhof ;  failure. 

6.  Life  from   1780  to  1798;  disturbed  condition  of  the  country;  his 
writings  ;  Evening  Hour  of  a  Hermit ;  Leonard  and  Gertrude. 

7.  Work  at  Stanz  ;  causes  of  failure. 

8.  Work  at  Burgdorf ;  school  in  the  castle;  Kriise;  books  and  methods. 

9.  Institute   at   Yverdun  ;   assistants  ;   character  of  the   work  done  ; 
physical  training  ;  patronage  and  success  ;  influence  of  the  institute. 

10.  Decline  ot  the  institute  and  last  years  of  Pestalozzi. 

11.  Character  of  Pestalozzi  ;  source  of  his  power. 

12.  His  educational  principles  ;  their  application  in  elementary  instruc- 
tion ;  comparison  with  Comenius  ;  Pestalozzi's  influence  upon  educational 
progress  and  upon  methods  of  instruction. 

REFERENCES   FOR   STUDY    OF    PESTALOZZI. 

De  Guimp's  Life  and  Work  of  Pestalozzi. 

Kriise's  Life  and  Work  of  Pestalozzi. 

Quick's  Educational  Reformers. 

Joseph  Payne's  Lectures. 

Barnard's  Pestalozzi  and  Pestalozzianism. 

Painter  ;  Compayre  ;  Browning  ;   Hailman. 

Barnard's  Journal,  Vols.  3,  4,  5,  7. 

Leitch's  Practical  Educationists. 

Gill's  Systems  of  Education. 

Education,  Vols.  3,  n. 

W.  T.  Harris'  Reports  of  St.  Louis  Schools,  1867-8. 

Leonard  and  Gertrude,  translated  by  Eva  Channing. 


THE   HISTORY   OF   EDUCATION.  79 

.   XVII. 

FROEBEL,  FRIEDRICH  (1783-1852). 

Early  life  and  education  ;  various  employments  and  experiences  ;  first 
work  in  teaching  ;  with  Pestalozzi  at  Yverdun  ;  subsequent  experiences  and 
labors  ;  opens  a  school  at  Griesheim,  removed  to  Keilha-u ;  character  of 
the  school ;  publication  of  "The  Education  of  Man";  experinces  in  Switz- 
erland ;  school  at  Burgdorf  ;  attention  turned  to  the  condition  of  children 
before  school  age  ;  first  Kindergarten  opened  ;  further  labors ;  Baroness 
von  Marenholtz-Bulow  ;  female  teachers  ;  establishment  of  Kindergartens 
forbidden  in  Germany  ;  end  of  Froebel's  life  ;  his  character. 

Froebel's  idea  of  the  aim  of  education  ;  Quick's  judgment  of  the  char- 
acter of  his  writings ;  development  through  self-activity ;  the  essential 
difference  between  Froebel  and  Pestalozzi ;  real  nature  and  character  of 
the  Kindergarten  ;  danger  of  mere  mechanism  ;  importance  of  the  inspir- 
ing idea;  what  the  "New  education"  is  ;  influence  of  the  Kindergarten  spirit 
and  methods  upon  the  management  and  instruction  of  primary  schools  ;  a 
statement  of  the  characteristic  principles  of  Froebel ;  a  comparison  of 
Comenius,  Pestalozzi,  and  Froebel. 

REFERENCES  FOR  THE  STUDY  OF  FROEBEL. 

Froebel's  Education  of  Man,  translated  by  Hailman. 

Hailman's  Kindergarten  Culture. 

Reminiscences  of  Froebel,  translated  by  Miss  Peabody. 

Miss  Peabody's  Lectures  to  Kindergartners. 

Barnard's  Papers  on  the  Kindergarten. 

Joseph  Payne's  Lectures. 

Marwedel's  Child  Nature  and  Kindergarten. 

Sherriff's  Essays  and  Lectures  on  the  Kindergarten. 

Quick's  Educational  Reformers 

Barnard's  Journal,  Vol.  30. 

Painter ;  Compayre". 

Education,  Vol.  3. 


THE    HISTORY   OF    EDUCATION.  85 

XVIII. 

SOME  SPECIAL  SYSTEMS  AND  METHODS. 

i.     The  Monitorial  System. 

(A)  BELL,  ANDREW  (1753-1832). 

Superintendent  of  Orphan  school  at  Madras,  India  ;  difficulties  and 
experiments  ;  use  of  sand  ;  pupil  teachers  employed  ;  success  ;  account  pub- 
lished in  England  ;  high  estimate  of  the  value  of  the  system  ;  controversy 
with  Lancaster;  formation  of  the  "National  Society"  by  members  of  the 
established  church  ;  subsequent  great  work  of  the  society. 

(B)  LANCASTER,  JOSEPH  (1778-1838). 

His  first  school ;  why  pupil-teachers  were  first  employed  ;  success  of 
his  school ;  development  of  the  monitorial  system;  formation  of  the  British 
and  Foreign  School  Society  by  dissentors  ;  work  of  the  society  and  success 
of  the  system  ;  Lancaster  in  America ;  monitorial  schools  in  New  York 
estimate  put  upon  the  system  by  DeWitt  Clinton  and  others  ;  speedy  de- 
cline of  the  system. 

Conditions  in  England  and  in  New  York  which  favored  the  adoption 
of  the  Monitorial  system  ;  the  good  accomplished  ;  reasons  for  its  decline; 
lessons  taught  by  the  history  of  the  system. 

REFERENCES   ON  THE   MONITORIAL  SYSTEM. 

Southey's  Life  of  Dr.  Bell. 

Randall's  Common  School  System  of  New  York. 

North  American  Review,  Vol.  18. 

Barnard's  Journal,  Vol.  10. 

Leitch's  Practical  Educationists. 

Education,  Vol.  i.     Compayre". 

Gill's  Systems  of  Education. 

Bell's  Elements  of  Tuition  (London,  1815). 

Lancaster's  British  System  of  Education  (London,  1810). 

Meiklejohn's  Dr.  Andrew  Bell  (London). 

2.    METHOD  AND  DOCTRINES  OF  JACOTOT,  JOSEPH  (1770-1840;. 

His  method  of  instruction  at  Dijou;  his  method  at  Louvain;  conclusions 
and  generalizations  from  this  experiment,  his  "  paradoxes  "  ;  meaning  and 
application  of  "All  is  in  all "  ;  application  to  "  Te*le"maque  "  in  learning 
French  ;  his  directions  ;  teaching  of  reading,  writing,  etc.,  by  his  method  ; 
what  is  valuable  in  his  method  and  doctrine  ;  his  method  compared  with 
Ascham's. 

REFERENCES  FOR  JACOTOT. 

Joseph  Payne's  Lectures. 
Quick's  Educational  Reformers. 


86  THE  HISTORY  OF  EDUCATION. 

Jacotot's  Enseignement  Universe!,  (Paris). 

Jacotot  et  sa  me~thode  d'  Emancipation  intellectuelle,  by  Barnard 
Perez,  (Paris,  1883). 

3.    HAMILTON,  JAMES  ((1775-1829). 

How  he  learned  the  French  language  ;  his  method  described  ;  success 
as  a  teacher  both  in  America  and  England  ;  books  published  ;  popularity 
of  the  method  for  a  time  ;  points  of  resemblance  to  Ascham's  method. 

See  Barnard's  Journal,  Vol.  6,  (Methods  of  Teaching  Latin,  etc.) 

Edinburg  Review,  Vol.  44,  (Hamilton's  System). 

History  of  the  Hamiltonian  System,  (London,  1831). 


Note  i. — When  time  permits  this  topic  may  be  pursued  at  greater 
length  with  much  profit.  A  careful  study  of  methods  which  have,  by  force 
of  circumstances,  attained  a  temporary  popularity  in  the  past  affords  an 
instructive  lesson  for  the  present.  Not  a  few  of  the  "new"  things  of  to-day 
are  old  things  somewhat  modified  and  occasionally,  but  not  always,  im- 
proved. They  are,  however,  neither  the  better  nor  the  worse  for  being 
revivals  of  olden  times. 

Note  2. — Some  persons  and  some  topics  have  been  omitted  in  these 
outlines  of  the  general  course  in  the  History  of  Education  on  account  of 
the  necessary  limitation  of  the  work.  Others  have  been  omitted  because 
they  belong  more  properly  among  the  educational  discussions  and  doc- 
trines of  the  day  than  in  the  domain  of  history.  Among  these  are  the 
works  of  Herbert  Spencer  and  Alexander  Bain  which  are  worthy  of 
careful  and  discriminating  study. 

Note  j. — The  general  course  is  supplemented  by  special  courses  treat- 
ing of  the  history  and  present  condition  of  education  in  the  United  States, 
and  of  the  present  educational  condition  and  systems  of  other  countries, 
especially  of  England,  Germany  and  France. 


THE    HISTORY   OF    EDUCATION.  97 


SPECIAL  COURSE. 


EDUCATION   IN  THE   UNITED  STATES. 

Note. — Boone's  excellent  History  of  Education  in  the  United  States  is 
taken  as  a  general  guide  in  this  subject. 


COLONIAL  PERIOD. 

1.  Early  schools  in  (a)  New  England  ;  (b)  in  New  York  ;  (c)  in  other 
colonies  ;  how  established  and  supported. 

2.  School  systems  and  laws  in  the  colonies. 

(a)  Law  of  1647  in  Massachusetts. 

(b)  Law  of  1650  in  Connecticut. 

(c)  In  New  York  and  other  colonies. 

3.  Management  and  support  of  schools  ;  extent  of  studies  and  instruc- 
tion ;  school  books  ;  qualifications  and  salaries  of  teachers  ;  discipline,  etc. 

4.  Colonial  Colleges. 

(a)  Harvard,  and  John  Harvard. 

(b)  William  and  Mary. 

(c)  Yale,  and  Elihu  Yale. 

(d)  Princeton,  (College  of  N.  J.) 

(e)  University  of  Pennsylvania  and  Philadelphia  Academy.. 

(f)  Columbia  (King's). 

(g)  Brown  (R.  I.  College). 

(h)  Dartmouth,  and  Dr.  Wheelock. 
(i)    Rutgers  (Queens). 

REFERENCES. 

Boone's  History  of  Education  in  the  United  States-. 
Elliott's  History  of  New  England,  Chap.  46. 
McMaster's  History,  Vol.  I,  Chap.  i. 
Barnes'  Centenary  History,  Chap.  4. 
Palfrey's  New  England,  Vol.  II,  Chap.  i. 
Weeden's  History  of  New  England. 


98  THE    HISTORY   OF   EDUCATION 

Colonial  History  of  New  York. 

Randall's  History  of  Common  School  System  of  New  York. 

Brodhead's  History  of  New  York,  Vol.  j. 

Robert's  History  of  New  York. 

Dunshu's  School  of  the  Dutch  Church. 

Sypher's  School  History  of  Pennsylvania,  Chap.  36. 

Stockwell's  History  of  Education  in  Rhode  Island. 

Neill's  Vetusta  Virginia. 

Lodge's  English  Colonies  in  America. 

Thomas's  History  of  Printing. 

E.  Everett's  Oration's,  Vol.  I.  p.  173. 

Lowell  Institute  Lectures,  1869,  p.  351. 

Yale  Review,  1885,  Yale  Lit.  Magazine. 

North  American  Review,  Vol.  122,  p.  IQI  ;    47,  p.  274. 

Barnard's  Journal,  Vol.  i,  4,  5,  7,  and  others,  (See  Index.) 

Atlantic  Monthly,  Jan.  1885,  (Dames  School). 

Education,  Vol.  I,  p.  297. 

De  Bow's  Review,  Vol.  20. 

Romage's  Local  Government  and  Free  Schools  in  S.  C. 

Report  of  U.  S.  Commissioner  of  Education,  1 875,  (old  ideas  of  education 
etc.)  pp.  vii-xxiv. 

Adams'  College  of  William  and  Mary  (Bureau  of  Education). 

Adams'  Jefferson  and  the  University  of  Virginia  (Bureau  of  Education). 

Bush's  Higher  Education  in  Massachusetts,  (Bureau  of  Education). 

Histories  of  Harvard  University. 

Histories  of  Yale  College. 

Histories  of  Darmouth  College. 

Histories  of  Columbia  College. 

Histories  of  Brown  University. 

Histories  of  Princeton  College,  and  Log  College. 

Educational  Review,  April  and  June,  1892. 

Colonial  Education  in  South  Carolina,  Appendix  II  in  History  of  High- 
er Education  in  South  Carolina. 

II. 
TRANSITION  PERIOD,  1775-1825. 

i.    Ideas  in  the  country  generally  in  respect  to  public  common  schools. 
-2.     Influence  of  this  general  public  sentiment  upon  the  schools. 

3.  Character  and  condition  of  the  common  schools  generally  during 
this  period  ;  support  of  the  schools  ;  school  fees  and  rate  bills  ;  studies  and 
text-books  ;  school  houses,  apparatus,  etc. 

4.  Teachers  of  the  common  schools  generally,  qualifications,  social 
position,  etc. 

5.  Education  provided  for  girls. 


THE    HISTORY  OP   EDUCATION.  99 

6.  Academies  and  other  secondary  schools  ;  conditions  favoring  their 
establishment  ;  studies  and  instruction  in  these  ;  relation  to  the  colleges  ; 
how  supported  and  managed.     Phillip's  Exeter  Academy  in  New  Hamp- 
shire ;  Phillips  Andover  Academy  in  Massachusetts  ;  Boston  Latin  School, 
etc. 

7.  Higher  institutions  of  learning,  colleges  and  professional  schools, 
during  this  period  ;  general  character  of  these  schools. 

Note. — For  a  view  of  society  in  the  early  years  of  the  present  century, 
see  Schouler's  History  of  the  United  States,  Vols.  II,  III  ;  Coffin's  Build- 
ing the  Nation,  etc. 

REFERENCES. 

Many  of  the  works  named  under  the  previous  topic. 
McMaster,  Vol.  II,  Chap.  7. 
Adams'  Free  Schools  of  United  States. 
Social  Life' in  the  Colonies. 
Coffin's  Building  of  the  Nation,  Chap.  5. 

Barnard's  Journal,  Vols.  5,  12,  (Girls),  6,  7,  12,  13,  16,  30,  and  some 
others,  (See  Index). 

Putnam's  Pamphlet  Summary. 

First  Constitutions  of  the  States. 

New  Englander,  January,  1885  (Academies). 

III. 

THIRD  PERIOD,  FROM  ABOUT  1825  TO  THE  PRESENT  TIME. 

REVIVAL  OF  INTEREST  in  the  common  schools  about  1837. 

(a)  Labors  of  Horace  Mann  and  his  associates  in  Massachusetts. 

(b)  Labors  of  Henry  Barnard  and  others  in  Connecticut  and  Rhode 
Island. 

(c)  Interest  in  New  York  and  in  other  States. 

(d)  Some  prominent  educators  and  friends  of  education  of  that  time, 
besides  Mr.  Mann  and  Mr.  Barnard,  and  their  work. 

Note. — Educational  effort  and  progress  have  been  along  several  toler- 
ably distinct  lines,  and  the  results  can  be  best  ascertained  and  estimated 
by  considering  briefly  in  turn  some  of  the  most  important  of  these  lines. 

SCHOOL  SYSTEMS,  ORGANIZATIONS  AND  SUPERVISION. 

(a)  The  Single  District  System.    Conditions  which  created  and  perpet- 
uated this  system  in  New  England  ;  its  adoption  in  New  York  and  other 
States  ;  advantages  and  disadvantages  of  this  system. 

(b)  Town  or  Township  System.    The  original  system  in  New  England  ; 
influences   which  have  caused  its  re-adoption  there*;    adoption  in  other 
States  ;  advantages  and  disadvantages  of  this  system. 

(c)  The  County  as  the  unit  of  control  and  supervision.     Why  readily 


100  THE   HISTORY   OF   EDUCATION. 

adopted  in  some  States  and  not  in  others  ;  advantages  and  disadvantages 
of  this  system. 

(d)  City  Supervision ;  methods  by  which  this  is  administered  ;  school 
boards,  committees,  and  superintendents,  etc. 

(e)  State  Supervision  and  control.     Growth  of  the  idea  of  such  super- 
vision ;  modes  of  administration,  boards  of  education,  State  superintend- 
ents ;  powers  exercised  by  these  officer!. 

2.  PROVISION  FOR  THE  SUPPORT  OF  SCHOOLS. 
(A.)     Temporary  and  local  provision. 

The  early  schools  were  generally  supported  by  income  from  tuition 
fees  or  rate  bills,  by  donations  from  benevolent  individuals  of  land  or  other 
property  and  by  local  taxation  or  grants  of  land  by  towns  or  other  munici- 
pal bodies. 

(B.)    Beginnings  of  permanent  funds. 

(a)  Donations  by  individuals  of  funds  for  the  establishment  of  Acad- 
emies and  higher  institutions. 

(b)  Appropriations  of  land  and  other  property  by  State  legislatures  ; 
such  action  in  Massachusetts,  Connecticut,  New  York,  and  some  other 
States  ;  lotteries  authorized. 

(C.)     Congressional  Land-grants,  etc. 

Provisions  of  the  ordinance  of  1787 ;  section  16 ;  townships  and 
other  lands  granted  for  upport  of  colleges,  etc.;  section  36  added  ;  swamp 
and  saline  lands  ;  distribution  of  surplus  revenue  in  1836  ;  grant  for  agri- 
cultural colleges,  etc.;  permanent  educational  funds  of  different  States  ; 
control  and  management  of  these  funds. 

3.  Studies  and  Instruction,  compared  with  the  studies  and  instruction 
of  fifty  and  one  hundred  years  ago. 

(a)  The  Elementary  and  Common  Schools. 

(b)  The  High  and  other  secondary  schools. 

(c)  Universities,  colleges,  and  other  institutions  of  advanced  learning. 

(d)  Directions  in  which  changes  have  been  most  marked  in  schools  of 
different  grades  ;  tendency  of  the  present  time  as  to  changes. 

REFERENCES. 

Reports  of  the  U.  S.  Commissioners  of  Education  and  circulars  of  in- 
formation. (See  Index  in  Report  for  1888-89. 

Educational  Reports  and  School  Laws  of  the  different  States. 

Proceedings  of  the  National  Educational  Association  and  of  other 
similar  associations. 

Life  and  Works  of  Horace  Mann. 

School  Supervision  by  J.  L.  Pickard.' 

School  Supervision  by  W.  H.  Payne. 

City  School  Systems  of  the  United  States  by  J.  D.  Philfcuck  (Bureau  o 
Education,  Circular  I,  1885). 


THE    HISTORY   OF    EDUCATION.  101 

Adams'  Free  Schools  of  the  United  States. 

History  of  Land  Grants  in  the  Northwest  Territory  by  G.  W.  Knight. 

History  of  Federal  and  State  Aid  to  Higher  Education  by  F.  W. 
Blackmar,  (Bureau  of  Education). 

The  whole  series  of  "Contributions  to  American  Educational  History" 
published  by  the  Bureau  of  Education. 

American  State  Uuiversities  by  Ten  Brook. 

North  American  Review,  Vol.  13,  (Public  Lands  for  Public  Schools). 

Education,  Feb.,  1887,  (Ordinance  of  1787). 

Barnard's  Journal,  Vol.  5,  (Horace  Mann);  Vol.  i,  (Common  Schools 
in  Connecticut);  Vol.  4,  (Western  Reserve  school  fund). 

(See  Index  of  Journal  for  other  references). 

Note. — See  Indexes  to  Magazines  and  other  periodicals,  especially 
those  devoted  to  education.  The  Bibliography  of  Boone's  History  will  be 
of  great  service. 

Crasby's  Teaching  in  Three  Continents, 

Fitch's  Notes  on  American  Schools. 


IV. 


SCHOOLS  AND  OTHER  MEANS   FOR   THE  PREPARATION  OF 

TEACHERS. 

i.    NORMAL  SCHOOLS.  , 

(A.)  In  Europe.  Early  history  ;  the  Abbe"  de  la  Salle  at  Rheims,  1681 ; 
'The  Christian  Brothers"  and  their  work  ;  Franke  at  Halle,  1697  ;  J.  J. 
Hecker  at  Stettin,  1735,  at  Berlin,  1748.  Berlin  school  removed  to  Potsdam, 
a  short  distance  from  Berlin,  where  it  still  exists.  Establishment  of  these 
schools  in  various  parts  of  Europe  ;  Normal  Schools  in  Prussia  at  the  pres- 
ent time,  number,  organization,  studies  and  instruction  ;  Normal  Schools 
in  France,  organization,  etc. 

(B.)    In  the  United  States.     Early  history. 

(a)  In  Massachusetts.     Labors  of  James  G.  Carter,  Charles  Brooks, 
Edmund  Dwight,  Horace  Mann  and  others  in  Massachusetts,  1830-1837  ; 
S.  N.  Hall  at  Concord,  N.  H.,  1823,  and  subsequent  labors  of  Mr.  Hall ;  op- 
ening of  the  Normal  School  at  Lexington,  July  3,   1839  ;  at  Barre,  Sept.  4, 
1839,  and  at  Bridgewater,  Sept.  9,   1840  ;  studies  and  instruction  in  these 
schools  ;  opposition  encountered  ;  other  Normal  Schools  in  Massachusetts. 

(b)  In  New  York.     DeWitt  Clinton's  recommendations,  1826  ;  memori- 
al to  Legislature,  1830  ;  continued  efforts  for  the  establishment  of  a  Normal 
School  ;  academical  departments  for  the  education  of  teachers  ;  Normal 
School  opened  at  Albany,  1844  ;  schools  subsequently  established  in  New 
York. 

(c)  In  other  States.     Normal  School  for  girls  in  Philadelphia,  1848  ; 


102  THE    HISTORY    OF    EDUCATION. 

Normal  School  at  New  Britain,  Conn.,    1849;  at  Ypsilanti,  Mich.,  Oct.  5, 
1852  ;  Schools  in  other  places  soon  after. 

(C.)  Normal  Schools  in  the  United  States  at  the  present  time  ;  State  ; 
city  ;  private  ;  purposes  of  these  schools  ;  organization  ;  different  grades  ; 
courses  of  studies  and  instruction  ;  training  or  practice  departments;  model 
schools  ;  criticisms  upon  normal  schools  ;  advantages  afforded  by  these 
schools. 

2.  TEACHERS'  INSTITUTES.  Early  history  of  such  institutes  ;  con- 
flicting claims  as  to  the  first  institutes  ;  one  claimed  at  Hartford,  Conn., 
•  1839;  first  in  New  York  at  Ithaca,  1843  !  general  character  of  the  early  in- 
stitutes ;  organization  and  management  of  institutes  at  present  in  different 
States  ;  their  value  and  their  defects. 

Note. — Among  other  means  for  preparing  teachers  for  their  work,  which 
can  not  be  considered  at  length  here,  are  Professorships  of  the  Theory  and 
Art  of  Teaching  and  courses  of  lectures  upon  Pedagogics  rnd  Pedagogy, 
in  many  of  the  Universities  and  Colleges,  teachers'  associations,  national, 
state  and  local,  and  many  excellent  books,  periodicals,  and  papers  devoted 
to  the  discussion  of  educational  affairs. 

REFERENCES. 

Barnard's  Journal,  (See  Index). 
Barnard's  Normal  Schools. 

Randall's  History  of  Common  School  System  of  New  York. 
Fifty-Third  Annual  Report  of  the  Massachusetts  Board  of  Education, 
1888-89. 

State  Educational  Reports  and  Laws. 

Prussian  Schools  through  American  eyes. 

French  Schools  through  American  eyes. 

Reports  of  United  States  Commissioner  of  Education. 

Proceedings  of  National  Educational  Association. 

Educational  Reviews  and  periodicals. 

Klemm's  European  Schools. 

Payne's  Contributions  to  the  Science  of  Education. 

V. 
EDUCATION  OF  WOMEN. 

1.  Education  of  girls  in  the  Colonial  period  and  during  the  first  years 
of  the  present  century, 

2.  Early  efforts  for  improving  the  education  of  women.     Experiment 
in  Boston  and  the  result ;  schools  for  girls  opened  in  various  places  ;  pub- 
lic sentiment  upon  the  education  of  women. 

3.  Efforts  and  labors  of  individuals. 

(a)    Mrs.  Emma  Hart  Willard  and  her  educational  work. 


THE    HISTORY   OF    EDUCATION.  103 

(b)  Miss  Catherine  E.  Beecher  and  her  labors. 

(c)  Mary  Lyon  and  Mount  Holyoke  (1837). 

4.  Institutions  exclusively  for  the  higher  education  of  women  recent- 
ly established. 

(a)  Elmira  Female  College  (1855). 

(b)  Vassar  College,  opened  1866;  sketch  of  the  institution  and  its  work. 

(c)  Wellesley  College,  Wellesley,   Mass.,   opened    1875  >'    its  history, 
character,  and  work. 

(d;   Wells  College,  Aurora,  N.  Y.,  (1868). 

(e)  Smith  College,  Northampton,  Mass.,  (1875)  '•>  its  founder,  its  rank, 
and  work. 

(f)  Bryn  Mawr  College,  Bryn  Mawr,  Pennsylvania  (1885)  ;  its  character 
and  work. 

5.  Co-educational  institutions  of  a  high  rank.     These  are  now  very 
numerous,  especially  in   the   West ;    some  of  the  most  inportant  to  be 
noticed. 

6.  "Annex"  at  Harvard  university  ;  privileges  at  Yale  university  and 
at  other  advanced  institutions. 

7.  Estimate  of  the  advance  in  the  education  of  women  in  the  United 
States  within  fifty  years  ;  public  sentiment  upon  the  subject ;  women  in  the 
"Professions,"  physicians,  etc. 

EDUCATION  OF  WOMEN  IN  EUROPE. 

(a)  In  England ;  experiment  at  Hitchin  near  Cambridge  (1869);  Girton 
College  (1873) ;  Newnham  College  at  Cambridge  ;   Lady  Margaret  Hall 
and  Sommerville  Hall  at  Oxford  ;    London  university  opened  to  women 
(1878);   other  colleges  established  ;  Royal  Holloway  College  in  Egham  ; 
public  sentiment  in  England. 

(b)  In    other   European    countries ;     France,    Switzerland,   Sweden, 
Denmark,  etc. ;  condition  in  Germany  ;  public  sentiment  in  Germany. 

REFERENCES. 

Previous  references  to   Reports  and  other  public  documents. 

Barnard's  Journal  (See  Index). 

Vol.  6,  (Mrs.  Willard) ;  Vol.  13,  (Girls  in  Boston) ;  Vol.  10,  (Mary  Lyon); 
Vol,  28,  (Catherine  Beecher);  Vol.  11,  (Vassar);  Vol.  30,  (Wellesley);  Vol. 
27,  (Smith  College). 

Bush's  Higher  Education  in  Massachusetts. 

(Mount  Holyoke,  Wellesley,  Smith.) 

"Education,"  Vol.  5  (Mary  Lyon),  Vol  6,  (education  for  girls),  Vols.  7, 
8,  (colleges  for  women),  Vol.  10,  (women  in  England;. 

"Academy,"  Vol.  2,  (Bryn  Mawr). 

Atlantic  Monthly,  Vol.  3,  (ought  women  to  learn  the  alphabet). 

North  American  Review,  Vol.  118. 

Popular  Science  Monthly,  Dec.  1886,  (Higher  education  of  women, 
adverse). 


104  THE   HISTORY   OF    EDUCATION. 

Life  of  Mary  Lyon. 

Brackett's  Education  of  American  girls. 
Dall's  College,  Market,  and  Court. 
Barnard's  Female  Schools  and  Education. 
Orton's  Liberal  Education  of  Women. 
Shirreff's  Intellectual  Education  for  Women. 
Lange's  Higher  Education  of  Women. 
Klemm's  European  Schools. 
Catalogs  and  circulars  of  the  Colleges. 


2l-100m-9,'48(B399sl6)476 


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